DEANS AS INSTRUCTIONAL LEADERS: NAVIGATING CHALLENGES AND SUPERVISORY PRACTICES DURING TRANSITIONS IN HIGHER EDUCATION

Abstract

In instructional leadership in higher education institutions (HEIs), the supervision of faculty is a key concern. The researchers examine the challenges faced by deans in supervising their faculty throughout the transition period from online learning to face-to-face. In order to offer a teaching supervision framework, it was additionally important to determine the mechanisms to supervise the faculty's instructional practices. The researchers conducted qualitative research using a phenomenological approach, and the participants consisted of six deans who experienced supervision in both online and face-to-face classes. The instrument employed was a validated interview guide, and an interview was conducted to elicit responses. The findings highlight the importance of systematic classroom observations, monitoring tools, and feedback mechanisms to enhance teaching quality. Delegating program coordinators for instructional supervision ensures comprehensive faculty monitoring, particularly in institutions with a large number of instructors. Additionally, faculty development programs, peer mentoring, and recognition initiatives contribute to continuous professional growth and instructional improvement. This study also demonstrates the need for clear policies on faculty evaluation and the integration of digital tools to streamline supervision processes. Fostering a culture of collaboration and shared accountability enhances problem-solving and teaching effectiveness. These findings demonstrate that a well-structured teaching supervision framework not only improves faculty performance but also enriches student learning experiences, ultimately contributing to the holistic academic excellence.